Unit 4: Fractions, Times, and Data

Lesson 1: Understand Fractions

Grade Level / Content Area Teacher Candidate Name Date of Lesson

3rd Grade Ms. Picot January 8, 2019
Math
Content Area Standards (InTASC 4; InTASC 7)
3. G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction
of the whole.
3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is portioned into
b equal parts; understand a fraction a/b as the quantity formed by a part of size 1/b.
Learning Outcomes (InTASC 1; InTASC 7)
The learner will be able to understand fractions by computing unit fractions for each whole during
independent practice and when completing their pages in their student math book to the best of their
understanding.
Important Concepts for the Lesson (InTASC 4; InTASC 7)
In this lesson the big ideas are:
 Students will understand the concept of unit fractions and how they are used to build on
other fractions
 Students will know what a numerator and denominator mean
 Students will understand how you can use fraction bars to represent fractions
Essential Prior Knowledge for New Learning (InTASC 4; InTASC 7)
Students should be familiar with the term fractions from the work they have done with shapes in
previous units.
Students should be familiar with what a “whole number” means.
Students should be familiar with what “equal parts” mean.
Students should be able to sit and listen when the lesson is being taught.
Flexible and Responsive Instruction (InTASC 1; InTASC 2; InTASC 7)
Special Needs Students that need to sit up front by the whiteboard when I am going over the
Students lesson will be able to sit on the carpet by the board. (I will inform the class that
anyone who wants to can).
Students that are struggling during independent practice can come to the circle
table and work with the teacher. I will help these students by guiding and
modeling them through each problem.
Advanced Students that are at a higher level of learning will be able to excel when I ask
Students questions during the guided practice. If these students finish their work early
they can help their peers.

Instructional Procedures (InTASC 4; InTASC 5; InTASC 6; InTASC 7; InTASC 8)

Review I will review with the student’s material that they have already learned that is
relevant to this lesson. I will do this in the anticipatory set.
I will have the students complete the anytime problem. (Students will complete
this on their dry erase board and I will select a student that has the correct
answer to model to the class).
Anticipatory Set I will tell the students that in this unit we will be learning about fractions and
what fractions represent.
 I will ask the students what they can remember about fractions from previous
work they have done when using shapes.
What do you know about factions and shapes? Possible Answer: In a shape,
you can make equal parts and the parts are called a fraction. A fraction is part
of something like for example one half or one third is a fraction.
What names for fractions do you remember? Possible Answers: One half, one
third, one fourth, one sixth, etc.
How is a fraction different from a whole number? Possible Answer: A fraction
has two parts, it has a top and a bottom part and each part is a number like 1/3.
Direct I will write on the board 1/3 and go over with the students which are the
Instruction / numerator and denominator.
Modeling A fraction is part of a whole. If we look at the fraction I wrote on the board the
numerator is the top number that is on the fraction, so one is the numerator in
the fraction on the board. The denominator in our fraction would be the bottom
number on the fraction, so three. The numerator tells us the number of equal
parts in the fraction and the denominator tells us the number of equal parts in
the whole. In other words, there is one equal part in the fraction out of a total
of three whole equal parts.
Students will turn to page 243A in the student math book and cut out four small
rectangles along the dotted lines.
I will explain to the students after they have finished cutting out that we will be
using the rectangles to explore ideas of unit fractions.
I will ask the students the following:
Do the four rectangles have equal areas? Answer: Yes they appear that they do.
How can you be sure that the areas are equal?
Answer: You can place one of the rectangles on top of another one to see if they
are the same size. Then check the rest of the rectangles the same way.
I will guide the students to compare the sizes of the rectangles to show how
they are equal.
Can you be sure that the rectangles in front of you all have equal areas?
Answer: Yes
I will explain to the class how they have used the term “equal shares” when
discussing fractions and how they now understand the area and how you can
use the area to talk about the parts of shapes that have equal areas.
The large rectangle that you cut into small rectangles was a whole. How many
parts that have equal areas did you cut the large rectangle into? Answer: 4
Each of the small parts of the rectangle represents ¼ of the large rectangle. ¼
represents the unit fraction because we have a numerator that is one and it one
of the four equal parts of the whole.
Checking for I will ask the students the following questions:
Understanding Should I continue on with the lesson?
(Formative I’m I going to fast?
Assessments) Do I need to review anything before moving on?
Guided Practice (For each page that the students complete in their student math book I will
model the first problem on each page and they will complete the rest of the
problems under my supervision after I have modeled one problem from each of
the pages they will be completing in this lesson).
I will have the students turn to page 243.
I will demonstrate the first problem to the students and then have them
complete the last two under my supervision.
Exercise 1 Pg. 243
Do your rectangles all have the same equal area? Answer: Yes
So the parts are all equal. How many parts are there? Answer: 4
What part of the whole rectangle is a red rectangle? Answer: ¼
What unit fraction is the red rectangle? Answer: ¼
I will have students turn back to page 243A and cut out the rectangle that is at
the top of the page into eight triangles. I will guide the students to make sure
that the triangles have equal areas.
When the students are done cutting I will have them return to page 244 and I
will guide them through exercise four and then they will complete the rest of
the questions under my supervision.
Exercise 4 Page 244
Do your triangles have the same area? Answer: Yes
How many triangles are there? Answer: 4
Are the parts equal? Answer: Yes
How do you know the parts are equal? Answer: Because the parts have equal
areas.
What part of the rectangle is a blue triangle? Answer: ¼
What unit fraction is the blue triangle? Answer: ¼
I will have the students turn to page 245. I will tell the students that they are
going to learn how they can represent fractions in an easier way. (Complete
entire page with the students as it goes with 246).
You can use fractions bars as a way to represent fractions. Let’s look at the
first example on page 245 one of the fraction bars represents a whole and the
second is the same length but broken up into equal parts.
How many equal parts are there? Answer: 3
How many parts are shaded? Answer: 1
What fraction is shaded? Answer: 1/3
It’s important that when you use fraction bars you remember that it represents
a whole. In this activity, you are going to see a whole fraction and then a
fraction bar that you will shade in to show the fraction.
How could having two fraction bars one that represents the whole and one that
you will shade in to represent the fraction help you to avoid making a mistake?
Answer: I am able to see the whole fraction next to the one that I am going to
be shading allowing for me to make fewer mistakes by not getting mixed up on
which part of the fraction bar is the whole.
Students will then turn to page 246 and complete the rest of the worksheet that
goes with page 245.
Students that need assistance when completing these worksheets will be able to
work with me at the roundtable. I will go through the problems with the
students by modeling and guiding them.
Closure Who can tell me what they have learned today?
I will call on some students to respond.
I will go over briefly with the students what a numerator and denominator are,
equal parts, whole fraction, and a unit fraction.
Summative The learner will be able to demonstrate their understanding of unit fractions and
Assessment how they are used to build on other fractions when completing their homework
and remembering packet for lesson 4.1.
Independent Students will complete the worksheet that goes with lesson 4.1 in their
Practice homework and remembering packet.
(optional)

Lesson Timeline (Summary of Instruction )

Review / Anticipatory Set Direct Instruction /
Questions / Formative
Assessments
Review: Direction Instruction:
 Go over any material  Write 1/3 on the board
that the students have and go over numerator
already learned that is and denominator.
relevant to this lesson.  Have students cut out
 Have students the four rectangles one
complete the anytime page 243A.
problem,  Ask the student’s
Anticipatory Set: questions about the
 Go over what they can rectangles to have them
tell you about fractions explore ideas about
from previous lessons unit fractions.
when they were  Explain the term
working on shapes. “equal shares” and how
they have used it
before.
Questions/Formative
Assessment:
 Ask the students if you
need to slow down,
review anything before
moving on, or continue
on with the lesson.
Guided Practice / Closure /
Summative Assessment
Guided Practice:
 Demonstrate and guide
the students through the
first problem on page 243.
 Have students cut out the
rectangle on page 243A
and guide them through
making sure that they cut
out eight equal triangles.
 Have students turn to page
244 and demonstrate and
guide the students through
exercise four.
 Have students turn to page
245 and go over how they
can represent fractions in
an easier way. Complete
the entire page with the
students.
 Students will complete the
rest of the problems on
each page after I have
modeled one problem
from each page.
Closure:
 Ask students what they
learned.
 Review the main concepts
that were taught briefly.
Summative Assessment:
  The learner will be able to
demonstrate their
understanding of unit
fractions and how they are
used to build on other
fractions when completing
their independent practice.
Independent Practice:
 Students will complete
their homework and
remembering page that
goes with lesson 4.1.

Lesson Materials and Supplies (InTASC 5; InTASC 7; InTASC 8)

 Student math book
 Homework and remembering packet
 Teacher handbook
 Projector to display worksheets
 Pencils for students
 Whiteboards, erasers, and dry erase markers for students
Other Required Components Specific to Individual Course
Note this lesson was from Math Expressions Common Core which is the new math program that
Oxford School District follows.